Exam 2 Flashcards

Question

What is the difference between assessment and testing?

Answer 1

testing is when a device is used to gather a sample or behaviour from a client. the scores are then assigned and compared against norms. - "what is the score that someone has on their cognitive measure" assessments address a specific question.. They integrate life history, client observation and results from psychological tests, and people in the clients life... - multiple sources of data including standardized testing an interviews. - requires integration and interpretation e.g., "do they have a learning disability, if so how can we deal with it"

Answer 2

need a larger number of children and more variety of tests than would typically be used for an adult..

Answer 3

- standardization (of stimuli, administration and scoring) - reliability - validity - norms

Answer 4

consistency across clinicians and testing occasions in the procedure used to administer a test..

Answer 5

its impossible to replicate information gathered in assessment / cant generalize data

Answer 6

giving specific instructions about the stimuli, administrative procedures, time limits, and types of verbal probes and responses.

Answer 7

the consistency of the test / if all aspects of the test contribute to meaningful data. e.g., IQ testing is generally reliable.. (if you test in grade 10 and then again in a few years you would expect a similar range). - has to give accurate representation of some concept that we think its tapping into.

Answer 8

the extent to which similar results would be obtained if the person was retested at the same point after the initial test.

Answer 9

the extent to which all aspects of a test contribute to the overall score

Answer 10

the extent to which similar results would be obtained if by another scorer

Answer 11

- reliability for one demographic does not mean reliability for a different demographic (we may have validated / normed a measure for one group, but it doesnt hold up with others) - some tests dont need internal consistency (death of a loved one / stressful life event / job loss), all of those questions might not be related to eachother.. - same thing with test-retest reliability, you wouldn't expect those items to stay the same.

Answer 12

.90 for clinical testing .70 for research --> (.90) is important for clinical tests because it impacts error... important when working with cut off scores.. e.g., if a child is disabled or gifted.

Answer 13

does the test measure what it says it measures?

Answer 14

test items are representative of all aspects of the underlying psychological construct that the test is designed to measure... so... the content of the test is relevant to what the test is trying to measure.

Answer 15

the extent to which scores on the test are correlated with scores on measures of similar constructs.. like.. do two anxiety tests look the same?

Answer 16

the extent to which the test predicts a relevant outcome

Answer 17

the extent to which the test provides a pure measure of the construct and is minimally contaminated by other psychological constructs.. if the test measures depression, it should measure depression more than anxiety.

Answer 18

the extent to which a measure adds to the prediction of a criterion above what can be predicted by other sources of data... does it do a better job at predicting something than other tests?

Answer 19

they are essential for the meaningful interpretation of the results obtained from the client - without, its impossible to determine any precise meaning of a test result - have to know the range of scores and how most other people score - gender norms / non-distressed vs. psychologically distressed norms / norms for Dif age groups

Answer 20

undergrad students, hospitalized inpatients.. need to be skeptical because there was likely no effort to make sure they are the same age / race / sex / education level to the group of people receiving assessment

Answer 21

percentile ranks, standard scores and developmental norms.. the amount of scores under thermal curve allows your to interpret thenormative meaning of a percentile rank and standard score.

Answer 22

court mandated assessment, or when an individuals capacity to make decisions e.g., a custody or legal thing that makes the person get a psych evaluation. but most of the time, its the psychologists ethical responsibility to communicate the results of the assessment to the client and make sure they understand it.

Answer 23

- suicide // a plan and means to carry out self harm. - danger to other.. - child protection - court supina. - risk to driving (if they are drunk / high / processing speed is super low on a cognitive test you have to report it to ICBC) (limits of confidentiality must be outlined in informed consent procedures)

Answer 24

the frequency by which a problem occurs in the general population. for most mental health disorders we see super low base rates... they are super important to look at when we are making clinical predictions.. - e.g., schizophrenia 1% - depression 10%

Answer 25

True positives.. False Negatives a disorder is present.. it is true that the disorder is there... whether it is predicted or not.

Answer 26

True negatives False positives a disorder is not present.. it is true that it is not there, whether it is predicted or not.

Answer 27

- what the assessment will involve - what reccomendations we are able to make - what we are NOT able to do - who will get a copy of the report. - awareness of the limits of confidentiality - responsible caring - selecting appropriate tools for the referral (idk if this is informed consent tho)

Answer 28

- early IQ tests were developed to support the eugenics movement - standford-binet test was constructed to determine minority groups were inferior. - IQ and cognitive tests used to support deportations in US WW1 - racial segregation of students in school due to biasing in IQ testing.

Answer 29

- bias adversely affects POC as norms and standardization are based on the dominant culture.. consequences: - misdiagnosis, - improper and determinative treatment - lack of beneficial treatment, recommendations, referrals and services

Answer 30

- acculturation level - English language proficiency and literacy - sustainability of test norms for the client - using best available measures for clients background - discussing interpretation of finding with other colleagues who might have more expertise in the background your client is from - aknowledge limitations of testing in the report. - triangulation of test findings with other sources of information (clinical interview + informant report)

Answer 31

true... not like lawyers where a clients gets to hold the privilege and decide if something is disclosed or not... psychologists must report if someone is going to kill someone lol

Answer 32

does not follow any sort of structure, all based on what the psychologist feels is the most important thing to follow in an interview. we dont use unstructured interviews in assessment settings. but we DO USE unstructured interviews in therapy settings.

Answer 33

- creates a safe environment for client to feel comfortable. - positive relationship - gather pertinent information (as long as the person isn't tangential) you get a sense of what is important to that person and what they are comfortable talking about. - can help the client feel comfortable opening up

Answer 34

- setting the context of what someone will be speaking to - asking open and closed ended questions (pursuing a line of questioning) - clarifying, reflecting, and paraphrasing - silence (used to elicit more information from the client, or give them space to process).

Answer 35

can be answered with anything... - you get a ton of information.. - have to shade through what is useful and what is not - can be hard to bring people back to topic if they are going on a tangent.

Answer 36

yes / no answers pros: gives interviewer the ability to move through alot of relevant topics quickly cons: surface level. have to be careful not to ask leading questions

Answer 37

asking questions that centre around what the assessment is about.

Answer 38

attempted restating of a clients message, proceeded with a closed question (e.g., is that right) it facilitates / inhibits spontaneous client talk want to know exactly what someone means - will probably be subject to our biases.

Answer 39

reflecting back what someone said.. they will often elaborate

Answer 40

reflection of rephrasing of what client said. assures client you hear them accurately and allows them to hear what they said paraphrasing is a tool to see if that is what the client really means

Answer 41

- confirmation bias - ranting - low diagnostic reliability

Answer 42

- painful topics - innate power imbalances - Disclosure - confidentiality - treatment notes

Answer 43

semi-structured interviews

Answer 44

interviews with a specific format for asking questions and specific sequence in which questions are asked... based on initial responses, the interviewer will ask follow up questions that help confirm or rule out possible diagnosis

Answer 45

addresses almost any clinical issues. provides diagnostic information

Answer 46

the SCID-5 and the SCIDpd says things like: - do you experience flashbacks, nightmares and avoidance if someone says yes, you can ask them to elaborate.

Answer 47

Research version - covers most DSM diagnosises Clinical version - shorter - covers disorders that are common in clinical settings personality disorder - detailed evaluations of all 10 DSM personality disorders Clinical trials version - tailored to the needs of treatment trials

Answer 48

- opens with less structured questions. - designed to build rapport - then structured questions geared towards diagnosis - NOT completely standardized - time consuming - about as much validity as the the DSM5

Answer 49

Semi structured - Anxiety and anxiety comorbid disorder (depressive, substance related disorders, somatic symptom disorders) - 2 versions for adults: 1. current diagnosis only. 2. current symptomology and lifetime history. - 1 version for youth (includes things like feeling thermometers)

Answer 50

- break it up, do activities - the language we use - attention span (length of sessions, capacity)

Answer 51

- relaxing environment - body language -- mirroring people -- modeling calm behaviour -- nodding to let people know you're listening - small talk off the bat

Answer 52

- dont want to make it seem like an interrogation - reading the room - finding discrepancies between a clients body language and behaviour helps find good information.. - you can reflect this too

Answer 53

- mirroring body language - leaves a person with the sense that you are trying to understand them - want to attend to their emotions (e.g., if the affect is changing through out the interview). - start with small talk: pronouns, DOB - not just jumping into trauma lol - demonstrate unconditional positive regard, empathy, and being yourself - "accurate empathy" = being able to understand someones life experience without diving into sympathy

Answer 54

eye contact, leaning forward, head nods, facial expression.... facilitates / inhibits spontaneous client talk

Answer 55

brief review of several topics covered during the session purpose: enhances recall of session content and ties together or integrates themes covered in a session

Answer 56

focuses on the POV of client and people in clients social network.. explores client's presenting problems, the problems meanings, and avenues for dealing with it.. takes into account ethnic, socioeconomic, regional, and spiritual variables.. (e.g., not interpreting things as lack of social engagement / lack of eye contact as negative if they could be coming from a religious / cultural difference) goal is to be able to understand the client holistically, so we can make the best recommendations that will land for them giving the power back to people because they are experts of their own experience clinical needs to evaluate their cultural blind spots and biases.

Answer 57

slights, misunderstandings, and unwanted assumptions on part of the psychologist.

Answer 58

* Tell me more about… * Can you explain what you mean by… * Give me an example… * What does depressed mean to you? * I want to be sure I understand… * Help me understand what you mean by out of control… * What happens when… * Describe what it’s like when… * Tell me about the last time that… - you are essentially trying to define the problem that you are pursuing

Answer 59

Frequency Intensity Duration

Answer 60

#1 thing in therapy, it is what we are working towards... its an objective goal to show that therapy is working.. if there are no objective goals/ markers.. then its hard for people to see theres a difference. AVOID: dead persons goals measuring progress is imperative - need to OPERATIONALIZE it. " if you were less anxious, what would that look like" -- you can MEASURE that. operationalizing becomes very important

Answer 61

- specific - measurable - attainable - relevant - timely the goal must be important to the client and expressed in positive terms

Answer 62

an intentional, self inflicted act that results in death

Answer 63

- history (like history of abuse or ACEs) - accute condition (are they actively manic, in psychosis, in a depressive episode?) - present. plans, (do they have the means / tools to carry out suicide) - current ideation (the level of intent - coping via self harm or are they going to end their life in an immediate context) - available support networks...

Answer 64

things that can set the action of suicide in motion in the near future

Answer 65

things that are associated with an individual potentially contemplating suicide on some point - dont necessarily predict suicide, but they are red flags

Answer 66

- social connections - recent unemployment or financial difficulty - being divorced, separated, or widowed - recent traumatic events or being exposed to recent abuse - any recents elf harm, suicidal events (one of the biggest predictions of an attempt is a previous attempt) - chronic mental illness (schizophrenia patients have a significantly higher rates of suicide)

Answer 67

- threatening to end someones life - talking about plans they have - always have to follow up with questions like where are you at in your planning stage" - hopelessness (its an independent predictor of suicide, learned helplessness, nothing is going to change) - significant emotions ( rage, anger, regenve seeking, impulsivity) - Withdrawn ( from friends, family, society) - Dramatic changes in mood (people feel super up beat before their suicide attempt) - shifts in medication (can be a risk factor and a warning sign) - hospitalization - after they get out is the highest risk for a suicide attempt - being immobile, staying in bed for long periods of time (they are most likely to attempt suicide when their symptoms alleviate because they have the energy and means) * when risk factors are paired with warning signs we need to be asking questions and following up *

Answer 68

- strong connection to family / community support - skills in problem solving, coping and conflict resolution - sense of belonging, sense of identity and good self esteem - cultural / spiritual / religious connections - identification of future goals - constructive use of leisure time (enjoyable activities)

Answer 69

absence of suicidal ideation

Answer 70

- suicidal ideation of limited frequency intensity or duration - no plans, no intent, good self control, few risk factors

Answer 71

frequent sucidal ideation with limited intensity and duration. - some specific plans, no intent, some risk factors, presence of protective factors

Answer 72

- frequent, intense, and enduring suicidal ideations - specific plans, objective markers of intent - access to lethal methods - evidence of impaired self control - multiple risk factors - few, if any, protective factors

Answer 73

- frequent, intense and enduring sucidal ideation - specific plans, access to methods, clear subjective self report, and objective judgement - intent, impaired self control, severe dysphoria - many risk factors, no protective factors.. - this ALWAYS means the person needs to go to the hospital.

Answer 74

- establish report - build therapeutic alliance - want to ask blunt questions (so they know exactly what we are asking) - ask about frequency, intensity and duration of thoughts and feelings - asking why they want to live.

Answer 75

- what their play looks like - interaction style - how do they transition (from one environment to another)

Answer 76

strategies to monitor ones own behaviour /thoughts / emotions... strategies for psychologist to obtain accurate information (e.g., getting client to record # of occurrences)

Answer 77

helps establish baseline conditions for a behaviour / problem that will be the focus of treatment.. - can also get the client to self report their thought patterns e.g., "being a failure" so you can see the context / what provokes and maintains those thoughts might be used in the treatment of eating disorders or anxiety disorders

Answer 78

- fuller picture of behaviour / emotion / thought in question.. - daily context - correct retrospective recall problem (its hard to average out how we are doing in a week.. daily questionnaires help curb that)

Answer 79

- forgetting -reluctance (it makes them more salient... e.g,, if you're tracking compulsions you are going to think about your compulsions more) (when you are tracking substance use, the rule is multiply it by 3) - harder with kids - instructions must be clear - selective reporting (we want to get the full picture the good / bad / ugly)

Answer 80

a change in the phenomenon being monitored that is due specifically to the process of monitoring the phenomenon.. e.g., hallucinations, substance abuse, worry and insomnia.. usually reduces the behaviour but we cant get accurate data

Answer 81

involves the ability to reason, plan, solve problems, think abstractly comprehend complex ideas, learn quickly, learn from experience.... not just academic skill but thither reflects a broader and deeper capacity for comprehending surroundings... catching on / making sense / figuring out what to do.

Answer 82

1) to identify impairments, weaknesses / strengths - giftedness (above 130) - disability ( bellow 70) 2) to identify appropriate learning environments (learning supports / menthol health supports) 3) make recommendations for modifying work / home environments

Answer 83

intelligence.. spearman proposed that all intellectual activities share a single common core, known as the general factor or g

Answer 84

the ability to solve novel problems without drawing on prior experience or formal learning.. it is therefore best understood as initiate intellectual potential

Answer 85

what we have learned in life, both from formal education and vernal experiences.

Answer 86

1) componential - mental processes of planning, performance of solving problems, and knowledge aquisition 2) experiential - task novelty 3) contextual - different ways of interacting with environment

Answer 87

linguistic, musical, logical-mathematics, spatial, bodily kinaesthetic, intrapersonal, interpersonal, naturalist, spiritual, existential, and mortal = full range of intelligences

Answer 88

intellectual functioning prior to an accident or the onset of a neurological decline.

Answer 89

yess because they usually only focus on academic performance and not designed to measure social, emotional and other domains.

Answer 90

3 main ones: WAIS-IV (wechler adult intelligence scale) -age 16-90 WISC-V (Wechsler intelligence scale for children) - 6-16 WPPSI-IV (Wechsler preschool and primary scale of intelligence) - 2-6/7 others: WASI - brief version of the WAIS - for people 16-90 - instances where people have done a WAIS before and need an alternative

Answer 91

1) verbal comprehension - vocabulary, syntax, and process verbal material 2) perceptual reasoning -how people manipulate stimuli in their mind.. -e.g., building a pattern based on what you see with visual stimuli 3) working memory - short term memory 4) processing speed - how quickly can you process new information - e.g,, crossing out pictures if a word pops up

Answer 92

e.g., if someones CA iss 20 and their MA is also 20, they will have an IQ score of 100

Answer 93

the total score for an intelligence scale obtained by summing scores on verbal and non-verbal scales.. usually referred to simply as the IQ

Answer 94

the extent to which a sample reflects the characteristics of the population from which its drawn

Answer 95

- giftedness or disability might be overemphasized - the content of the test might not be relevant to other groups

Answer 96

is composed of related abilities that enable the person to perceive, understand and regulate emotions

Answer 97

the emotional quotient inventory EQ-I-short based on a definition of emotional intelligence is made up of cognitive e, personality a and motivational and affective factors. requires participants to rate themselves pn intrapersonal, interpresoanl, stress management, and adaptability scales. critique: high scores can easily be faked and thus its not super valid

Answer 98

- better social relations for children - better social relations for adults - better family and intimate relations - more positive percetptions by others - considered to be morepleasent and more empathetic - better academic achievement - better social relations during work performance - better psychological wellbeing

Answer 99

16-90 years old - exhausting - can take multiple hours - asks general knowledge questions - based on normative sample: 1000+ representative adults (sex, education level, ethnicity and religion) - problems basic norms on census data... the WEIRD POPULATION? - census requires you have a pernament address and documentation - census does not represent people who are undocumented... - undocumented people are generally of a certain demographic - there is a French version - reliability estimate is .90

Answer 100

if they get a lower than average IQ score, then we want to see where specifically their deficit is that is pulling down their overall score.

Answer 101

The observation that IQ has been getting higher (by roughly 3 points) with every generation whyyy>? - we are becoming more familiar with standardized testing.. - more diverse populations are completing education - improved nutrition and physical health

Answer 102

IQ scores peaked in the 90s and have been steadily declining since.. - lowest scores visiospatial and verbal reasoning.. - steepest decline for 18-22 year olds...

Answer 103

black individuals score lower than European Americans on vocabulary, reading and math, scholastic aptitude and intelligence tests.. - gap has narrowed, but black individuals still score bellow 75% of all white Americans on almost every standardized test...

Answer 104

- promotes racial equality - reduces racial disparities in mens and women's earning - increase rates of black individuals being accepted into universities

Answer 105

- age 2-85 - good reliability / norms - limited outside of US - icky roots in white supremacy - WE UE IT WHEN: we are concerned someone might have a low IQ, (the WEIS bottoms out at 50).. the Stanford Binet has a LOWER FLOOR and we can test someone who has an iq range of 30-40* - not used alot outside of canada/US - Racism (developed to support eugenics)

Answer 106

- self-awareness - self-management (handling distressing emotions in an effective way) - empathy - putting that all together in relationship.... when EI is implemented in schools.. antisocial behaviour goes down 10% prosocial behaviour goes up 10%

Answer 107

- specifically for when someone has a concern about their memory - both episodic and declarative memory - also long term memory (amnesia)

Answer 108

a cognitive assessment scale that measures 1) auditory memory - say something / repeat it 2) visual memory - visual stim, take away, what do they remember, can they redraw it? 3) Visual working memory, - hold somting in mind, use it in some way 4) immediate memory - working memory 5) delayed memory - read a story, 10/20/30 min later recap it

Answer 109

- used to make learning disability diagnosis or help with educational planning.. - evaluates academic and problem solving skills (age 4-51) - reading score - math score - written expression form (e.g., sentences, grammar) - oral language

Answer 110

- similarities (between two concepts or objects) - vocabulary (defining words that are orally or visually presented) - information (about events, objects, people and places) - comprehension (about common concepts and problems)

Answer 111

- block design (coloured blocks to make 3d things out of 2d pictures) - Matrix reasoning (has to complete patterns based on 5 choices) - visual puzzles - picture completion (identifying missing part of object) - figure weights (guessing how much something weighs)

Answer 112

- digit span (repeating sequences of numbers or reversed) - arithmetic - letter-number sequencing (a bunch of letters and numbers are given... person has to order them alphabetically and accending order)

Answer 113

symbol search: whether target symbols appear in a group of symbols coding : correct symbols to numbers cancellation - cross out images that have specific shapes and colours..

Answer 114

- Verbal comprehension index - Visual-Spatial Index - Fluid reasoning Index (matrix reasoning - child presented with incomplete patterns - select image that completes pattern) - Working memory index (digit span) - Processing speed index (coding)

Answer 115

15! e.g., from kids 2 years 6month -- 3 years 11 moths... 4 years --- 7 years 7 months

Answer 116

how children and adults learn, and they assess styles of learning rather than knowledge or skill areas. sub scales for kids: - sequential processing -stimutanious processing -mental processing - composite - achievement --> comparing a persons score on processing scales with those obtained on achievement scaled identifies a gap between that persons potential to learn and what he or she has actually learned..

Answer 117

- Wechler memory scale (used for: brain injury/ brain dysfunction due to dementia, epilepsy, or Parkinson's ) - WEchler individual achievement scale (used for: assessing learning disabilities and making recommendations for educational plans to address any observed learning problem)

Answer 118

- procedural memory - involving skills and complex motor actions (like riding a bike) - and declarative memory (involving symbolic representations) declarative memory is further divided into semantic and episodic memory Semantic = memory of general knowledge of words, concepts and events episodic = memory of a persons direct experience subsets: designs, logical memory, spatial attention, symbol span, verbal paired associates, visual reproduction) index scores: - auditory memory -visual memory visual working memory - immediate memory delayed memory

Answer 119

2 common tests that measure cognitive functioning that are normed with the WAIS and used alongside the intelligence measures.

Answer 120

designed to evaluate a persons academic and problem solving skills ages 4-51 when used in combo with intelligence scales it can identify learning disabilities... subtests are organized into: - reading (word reading, reading comprehension, pseudo word decoding, oral reading fluency) - mathematics composite (numerical operations, math problem solving, math fluency (addition, subtraction, and multiplication)) - written expression (spelling, sentence composition, essay composition) - oral language composite (listening comprehension, oral expression)

Answer 121

consistencies in behaviour, emotions, and attitudes that are evidence across situations and time

Answer 122

personality measures that are baed on self report data.. they are called objective becasue they can be scored objectively... always using the same scoring systems.

Answer 123

derived from descriptive characteristics of an experience or an event rather than from personalitiy theories.. they re lists of behaviours that are rated for frequency, intensity or duration.. give information about the nature of someones experience, e.g., psychological distress, mood states and feared situations.

Answer 124

respond to ambiguous stimuli like a picture or incomplete sentences or generate drawings based on instructions.. the responses reveal information about personality structure.

Answer 125

trait = someone is always a little bit anxious, anxiety sensitivity is a trait (or conscientiousness) state = someone feels anxiety becasue they have some identifiable situation coming up , and that situation is causing them to feel anxiety

Answer 126

- relatively stable across time and environemtnts - personality is still developing into adult years...

Answer 127

- brain injury - traumatic event - medication

Answer 128

1) objective personality tests e.g., (PAI, MMPI, MCMI) - usually self report 2) Behavioural Checklists - never/ always ratings - get a sense of how often someone experiences something.. - if its 'always' its probably a 'trait' 3) projective personality tests - Rorschach - ink blot - fill in the blanks - ambiguous stimuli

Answer 129

- what if personality couldn't accurately predict individual differences among people or the behaviour of an individual.. what if the the stability of personality is illusory - Mischel reviewed the relationship between personality and actual behaviour.. - the idea WAS that the more an individual possessed a certain trait, the more likely the person was to behave in a manner sonsitent with the trait in ANY environment or situation .. it was found that context matters just as much or more.. - correlation between personality and situation was .3 (low) we have situational variability... (different contexts can pull out different personality characteristics)

Answer 130

having information on both situational and personality traits can help predict behaviour.

Answer 131

presenting self in a better or worse light than is realistic.. problems - it impacts the diagnosis we make or dont make.. impacts treatment recommendations

Answer 132

scales that are designed to detect whether a person is faking good, faking bad or responding randomly.. used to combat self presentation bias

Answer 133

emphasizing negative characteristics and deliberately presenting a more problematic picture.. usually has secondary gain or reduces some sort of punishment

Answer 134

the TOM (test of malingering lol) - gives us an idea if someone is responding realistically or not.. - should score above 50%, if bellow that its a red flag.

Answer 135

multiple informants.

Answer 136

faking positive things / traits.. saying you're doing better than you are (custody evaluations)

Answer 137

- give us a sense of someones reporting style - can be because of carelessness or cognitive deficit - use other sources / tests if concerned.

Answer 138

1) is the content applicable across different groups? - the language used to derscribe things lead to the same interpretations? - simple enough language?? 2) are constructs related in similar ways across groups - e.g., is the construct of anxiety the same in different groups? 3) do the cut off scores developed with one group apply to other groups? - or do the cut scores differ based on the way that group defines the construct? 4) is the factor structure the same across groups? factor = all the questions that group together are a factor. e.g., BECK inventory has 2 factors that get assessed: cognitive and physical.. - but! anxiety might have different factors for different groups.

Answer 139

a) use measures that have been shown to be psychometrically sound dfor people who come from the same ethnic group as the client b) consult published norms relevant to the clients think group in interpreting the test results c) adopt multiple assessment methods to minimize errors that might be assoicatediwth either method. - if cant follow the recommendations of a and b, and the measures available dont have strong validation and relevant norms, then caution MUST be exercised in interpreting the results

Answer 140

- avoid over interpreting the raw data from a measure - use tests to generate hypothesis only - explicitly acknowledge questionablee validity of test with this group.

Answer 141

1. translate from language 1 to language 2... back translate from language 2 to 1, compare both ... 2. pilot test translated version for comprehensibility - does it still capture what it is meant to capture - pilot test is small - find inconsistencies 3. Test reliability of translated version in larger sample.. - give to large group of people twice, see if they score the same thing 4. re-standardize score with norms from 2nd language group - might have to shift cut off scores 5. study construct validity of translated measure - is the new translated version accurately assessing anxiety within a cultural group?

Answer 142

- immigration history - contact with other cultural groups - acculturative status - acculturative stress -socioeconomic status - language

Answer 143

how useful are the measures that we have... do they help us come to treatment reccomondations? is there replicated evidence or reliability and validity? does it accurately capture someones complaint? does it make a difference?

Answer 144

- symptom checklists - outcome monitoring

Answer 145

low. it doesnt make a difference in the diagnosis we come to in the end. - doesnt make a difference to our clinical services

Answer 146

so even though the instrument has scientific support for evaluating personality characteristics and psychosocial functioning, its not necessarily valid for determining the optimal way to enhance or improve problematic aspects of personality and psychoscocial functioning... aka low clinical utility

Answer 147

1) MMPI -2 (now 3) - grade 6-8 reading level, reduced to 4.5 - 60-90 min, reduced to 30-60 - T/F - was the longest.. now 335 items 2) MCMI-IV - grade 5 reading level - 25-30 min - shortest 195 items - T/F 3) PAI - grade 4 reading level - 40-50 min - 4 point scale - 344 items

Answer 148

gives us indication of some kind of diagnosis of peronsality traits that might be impacting someone OR personality traits that might be absent

Answer 149

a method of test construction that involves the generation and analysis of a pool of items, those items that discriminate between two clearly defined groups are retained in the sacal.e.. e.g., patients with mental disorders vs a control group of patients family members and recent high school graduates

Answer 150

a method of test construction that involves developing items specifically designed to tap the construct of being assessed this approach is more consistent with Current views of optimal test development strategies..

Answer 151

goal: information on symptom severity and possible diagnosis for those suspected of having mental disorders - has validity scales to assess responding inaccurately - has 24 languages and an adolescent version - this version took out gender norms because they dont accurately reflect all people

Answer 152

- Cannot say - Lie - Infrequently - Defensivness - Back F - Variable response inconsistency scale - True response inconsistency sccale

Answer 153

how many unanswered questions there are.. if someone missed 50 questions, the test would be rendered invalid

Answer 154

a measure of unrealistically positive reporting (faking good)

Answer 155

measures faking bad... / malingering..

Answer 156

someones unwillingness to disclose personal information

Answer 157

- similar to F scale.. - but only for the last 3rd of the MMPI why? - people sometimes switch how they are responding on the last third of the test... - usually if someone is faking schizophrenia or psychosis..

Answer 158

- there are lots of questions in the MMPI-3 that go together... - if someone responds to those sets with different answers it tells us different things.

Answer 159

- questions that have pairs, but the pairs are opposites - "I like dogs" / "I dislike dogs" - if you say true to both you might have a yay-saying bias - no to both, then a nay-saying bias

Answer 160

the tendency to exaggerate and overestimate the extent of pathology

Answer 161

summary codes for the highest two clinical scale elections on the MMPI scales.

Answer 162

- personality measure - someones level of depression / anxiety / trauma.. - this is the scale we use when we want to assess for personality disorders. - we use this for people who are in SIGNIFICANT DISTRESS -e.g., psych units - we DO NOT have norms for the general healthy population with this test

Answer 163

- doesnt give great information about personality... - broad strokes regarding clinical stress about psychopathology - covers substance use, depression, anxiety and eating related pathology - vast majority of time not assessing people with personality disorders - has 4 validity scales for - faking good - faking bad has 11 clinical scales that assesses (somatic complaints, antisocial, borderline) 2 intrapersonal scales - dominance and warm has 5 treatment oriented scales (for stress, non support, and aggression) - gives information on what might affect engagement in therapy or disrupt..

Answer 164

the PAI.. you can take it today, and in 5 years and it will have consistent results across time

Answer 165

- OCEAN / NEO - big 5 - outcome questionaire - 90 (composed of 3 sub scales: symptom distress, interpersonal relations, and social role funtioning) - psychometrically strong - assesses change over the course of psychological services -the use of the OQ in monitoring treatment process can dramatically improve success rates and reduce rates of deterioration associated with treatment - SCL-90-R (the symptom checklist revised0 (the extent to which they were distressed by various symptoms over the past 2 weeks) - beck depression inventory -evaluates the severity of depressive symptoms experienced in the past 2 weeks - one of the most frequently used symptom checklists. - beck anxiety inventory - children's depression inventory 2 - self report designed to evaluate symptoms of depression In the past 2 weeks..

Answer 166

comes from an idea that the subconscious holds important ideas of personalities. comes from Freuds idea of projection.

Answer 167

1. association techniques 2. construction techniques - produce a story / type of drawing 3. completion techniques - finish a sentence / story 4. arrangement / selection techniques - arrange based on ranked orders (preference) 5. expression techniques - handwriting / what colours

Answer 168

- 10 cards with inkblots - report what you see - scored personally or with the comprehensive system that use age related norms (kinda valid...) - quite subjective / errors are common with administration. - leads to invalid score / idea of what someone pathology is - concern about over patholgoizing --- this is the major critique.. we dont use it to make diagnosis / prognosis / not clinically useful. dont know when we would use

Answer 169

- Lack of standardization - Not appropriate for youth or children - Reliability and validity are variable based on the test / technique - Not to be used for diagnosis

Answer 170

within the 4 scales of the WEIS we want to look at which specific scale is dragging down the score.. e.g., if the client is 2 SD bellow the mean we want to know why. this is will be on the test

Answer 171

- integrates material - addresses diagnostic issue - hypothesis about development / maintenance of the problem - credits the trajectory with and without treatment - informs treatment plan - discusses obsticals to implementing treatment plan

Answer 172

the MMPI will give us a sense if someone is treatment resistance, and what barriers for treatment they might have.. --> we are looking at all of these individual pieces together to form a fuller picture of the diagnosis

Answer 173

1) look at how we define the symptoms / problem the client is having.. 2) underlying vulnerabilities - stress / diathesis model.. - if someone has a history of psychosis in their family, if they are smoking weed and funky things start happening.. - looking at stress / protective factors. 3) stressors - are they housed? - do they have access to food? 4) is there an underlying mechanism which is linking 1,2 and 3, and maintaining the problem. - we use our understanding of the person...

Answer 174

1) self presentation bias - faking good, faking bad, random responding 2) retrospective recall - the assumption that we are good at remember what happened to us in the past.. - not super accurate. - combat with multi informants

Answer 175

BIASES AND HEURISTICS. bias = something that you conclude that is different than logic or reason.. heuristic = a mental shortcut that we have developed to make faster decisions. - can lead to less accurate decision making

Answer 176

- fundamental attribution error - inattention to base rates - belief in the law of small numbers - regression to the mean - inferring causation from correlation - hindsight bias - confirmatory bias - bias blind spot - representativeness heuristics - availability heuristic - affect heuristic - anchoring and adjustment heuristic

Answer 177

a description of th patient that provides information on his or her life, situation, current problems, and a set of hyptheses linking psychosocial factors with he patients clinical condition

Answer 178

a tendency to take more personal credit for success than for failure, by attributing success but not failure to internal, stable, and global cauises

Answer 179

in attempting to understand why a person acted in such a manner, there is a tendency to overestimate the influence of personality traits and to underestimate the influence of situation effects on the persons behaviour

Answer 180

a psychologist may believe that certain patterns of response on a test is indicitve of a specific diagnosis, and support this belief twith the information on some relevant cases.. however, without full knowledge of the base rate of a) the patter of test responses and b) the diagnosis, its not possible to detemine the extent to which the test responses accurately predict the diagnosis.

Answer 181

results drawn from small samples are likely to be more extreme and less consistent than those obtained from large samples. Nevertheless, the clinical psychologist may be tempted to attend more to information gained from two or three patients with a specific disorder than to the results of research on the disorder. direct experience with a small number of patients may feel more relevant and compelling, even though it is less likely to yield accurate information compared with data drawn from research samples

Answer 182

because of the nature of measurement error, a person who obtains an extreme score on a test at one point in time is likely to obtain a less extreme score when next taking the test. this apparent change in test scores has nothing to do with real alterations in the persons life. (the standard error of measure meant is available for many psychological tests so that psychologists can take this into account when comparing test scores from two points in time)

Answer 183

a psycholoigist may note that there appears to be a substantial co-occurance of certain patient characteristics (like history of sexual abuse and the presence of borderline personality disorder) and infer that the earlier of the two characteristics causes the later characteristic (e.g., the abuse lead to the development of BDP). Before drawing causal inferences, though, other factors must be considered, including whether the later characteristic may influence the information provided about the earlier characteristic, and the possibility that both characteristics stemmed from a third variable (e.g., a dysfunctional family environment)

Answer 184

hindsight 20/20 most decisions (including clinical decisions) must be made without the benefit of all the pertinent information. after a decision has been made and, as a consequence, a certain course of action has been taken, new information may become available. it is tempting to validate or question the initial decision based on data gathered after the fact even though it was not possible to have these data inform the original decision.

Answer 185

once a clinical hunch has been formed, it is tempting to gather information to support tit. however, in testing a hypothesis, it is important to evaluate evidence both for and against the hypothesis. the clinical psychologist must avoid simply looking for evidence to support tthe hypothesis and also actively look for evidence that would refute or temper the strength of the hypothesis

Answer 186

researchers have found that almost everyone recognizes that people who often make erroneous deciosns and are negatively influenced by personal biases. however, researches have found that almost everyone believe that they are less likely than others to have their decisions affected by errors and biases.

Answer 187

relying on biases such as the belief in the law of small numbers to draw conclusions about the degree to which a symptom or behaviour is representative of an underlying disorder or condition

Answer 188

making a decision based on easily recalled information, such as recent, extreme, or unusual examples that are relevant to that decision. using only easily recalled examples will lead to an incomplete evaluation of the elements that must be considered in the deciosn. by definition, extreme examples are atypical and likely to bias a decision.

Answer 189

when researching a decision, the affective qualities (such as likability, negativity, disgust, or pleasure) of cognitive representation of people or objects are rapidly considered. this usually occurs at an unconscious level and can lead to a judgement based solely on emotional considerations (such as the attractiveness of an individual), with only minimal attention paid to the full range of factors relevant to that decision.

Answer 190

initial conditions or characteristics determine a starting point for considering then nature of an individual or task (such as using the dealers price when negotiating to buy a car).. in a clinical context, this means that for example the first impressions may serve as the (possibly inaccurate) basis for considering and integrating all subsequent information gathered about a person.

Answer 191

use tests that are relevant and have strong psychometrics - check for scoring errors - use computerized measures / scoring whenever possible - use normative data and base rate - use established diagnostic criteria - use evidence based decisions aids - strive to be as systematic, structured and quatifyabile as possible - know relevant research - be aware of personal biases - be self critical - seek consultation from other professionals - dont rely on memory or rush conclusions

Answer 192

- writing the report and providing feedback are the important final steps.. - knowing the audiences for the report - where is the report going - confidentiality and privacy considerations - separating (and identifying) facts, client opinion and psycholigist opinion

Answer 193

- identifying patient / client information - reason for referral - background information (history of development, education, employment, family, relationship, medical, symptoms and disorders) - assessment methods (including tests administered) - interview data and behavioural observations - test results (including interpretaiton of test scores) - diagnostic impressions and case formulation - summary - recommendations

Answer 194

- identifying patient / client information - reason for referal - evaluation of primary symptoms and problem - diagnosis - patient strengths - treatment-related goals and objectives -proposed treatments - potential barriers to treatment - criteria for treatment and termination or transfer to other service providers

Answer 195

- verify accuracy of results - correct any errors or misunderstandings - contextualize individual's symptoms, problems and experiences within life history - help make sense of the individuals difficulties - provide steps to take to address personal difficutlies - identify stressful situations that can exacerbate difficulties -collaborate in creating therapeutic goals.

Answer 196

an approach to psychological assessment in which clients are actively encouraged to participate in discussions about the reasons for the assessment, the results of the testing and how the assessment data should be integrated and interpreted

Exam 2 Flashcards

(227 cards)